My Performance Development focuses on learning and development that has been targeted at individual and collective improvement. Activities to improve performance in this phase use the 70:20:10 model that identifies the workplace as the principal area to learn, with most development occurring through the completion of challenging work tasks.

The opportunity to practice and learn with support and through the input from others, are critical aspects required for effective learning and development within role. The inclusion of time taken for reflection on performance helps create an environment that supports professional growth. The 70:20:10 model is structured as follows.

 

70

Learning through challenging work tasks


Expand the scope of the work:
  • Take on new responsibilities
  • Increase span of control
  • Substitute for coordinator/manager in meetings
  • Learn through solving real problems:
  • Identify a problem/issue and conduct an action research project to address it
  • Apply your learning to a new situation
  • Take on new work and solving problems within role
  • Learn through new experiences:
  • Champion or manage change
  • Take part in a project or working group
  • Increase interactions with school leaders
  • Interact with leaders beyond the system
  • Interview new staff
  • 20

    Learning through and with others


    Feedback:
  • Challenge the results from your self-assessment with a peer
  • Observations of teaching
  • Use a 360 feedback tool
  • Seek out advice, ask opinions, sound out ideas
  • Structured mentoring and coaching:
  • Prior to and subsequent to observations
  • Seek support in particular areas of practice
  • Engage in reverse mentoring
  • Take a mentoring role/teach colleague how to improve an aspect of their practice
  • Learn through new experiences:
  • Proactively learn through teams/experts or invite experts in to work with you
  • Curate and share your resources with peers
  • Build internal and external personal networks/contacts
  • Participate in facilitated group discussion
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    10

    Learning through structured courses


    Formal learning opportunities:
  • University programs/courses
  • Online learning e.g Coursera
  • Workshops
  • Conferences
  • Professional journals
  • Critical to Performance Development is the collection of evidence of learning and evidence of changing practice.


    What does each role do in Performance Development?

    The Senior Leader values learning for development in role and enables opportunities to address individual and collective improvement goals aligned to the 70:20:10 approach by:

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    • Ensuring time is provided for all staff to learn and grow in role including opportunities for collaborative enquiry, peer observation, the giving and receiving of feedback on performance and reflection on learning.
    • Ensuring learning is challenging and has a practical application to the work
    • Setting the expectations for Individuals to change an aspect of practice and collect evidence of learning and impact.

    The Leader supports and oversees the learning and development of staff.

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    Evidence of Learning: The Leader in this part of the framework supports staff based on their role and stage of Onboarding to engage in formal and informal learning and development that improves performance. They are available to engage in PGiA conversations and provide feedback on the learning and growth of staff.

    Evidence of Change: The Leader guides staff to examine how their practice changes as a result of learning and the impact this has on student learning or services. 

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    • The Peer supports the learning and development of the Individual as a critical friend.
    • The Peer in this part of the framework supports the individual through performance growth conversations to help them identify the impact their learning has on their practice and how student learning or services improve as a result.
    • The Peer actively listens to the individual and asks critical questions to help them articulate and reflect on their learning and growth.

    The Individual is responsible for initiating and leading their own learning and growth by:

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    • Engaging in formal and informal learning that targets areas of individual and collective growth.
    • Selecting Peers who will challenge them to grow and develop in role.
    • Meeting regularly with Peers and the Leader to engage in performance growth conversations.
    • Demonstrating through evidence change in practice and the impact on student learning or services.
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    This aspect of Performance development asks you to actively engage in learning, gathering evidence of the learning you do and how it will be actioned in your professional practice. In Sydney Catholic Schools we believe that learning is best conducted within the workplace and we use the 70:20:10 model to describe how that occurs.

    Look at how the 70:20:10 model, evidence of learning and annotations are used in this ePortfolio (template).

    What questions guide this aspect:

    • What learning did I do?
    • How will I know my learning was effective?
    • How will my learning be actioned in my role?
    • Who can help me check if my learning was effective?

    This aspect of Performance development asks you to consider how effective the learning you have done has been and how it has been actioned in your professional practice. As a result of my learning ask: 

    • What has changed in what I do?
    • What evidence can demonstrate this?
    • Who can provide feedback on the changes I have made?

    Sometimes this is best demonstrated as a Before and After snapshot e.g. a changed program/service/activity.

    Teachers should use the NESA Evidence Guides for their level of accreditation to guide them here.


    Resources: Development

    Sydney Catholic Schools Resources:

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    NESA Resources:

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    Australian Institute for Teaching and School Leadership (AITSL):

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